Task repetition facilitates learners' performance, at least temporarily: Since learners are already familiar with the content of the task at the initial enactment, they are capable of focusing their attention on linguistic form during the following enactment. However, the analysis in previous studies treated various aspects of "form" as one package. This study examined learners' attention shifts during repeated task engagement by methodological triangulation. The experiment required 28 Japanese learners of English to perform narrative tasks twice. Learners' performance was analysed, and the protocol data elicited by stimulated recall were coded along their attention orientations. The result partially supported the form-focused effects of task repetition: learners focused more on the syntactic encoding process and less on the conceptualizing process at the second task enactment when they engaged in the same task twice. Possible theoretical and pedagogical implications are discussed.